THE ROLE OF MORAL EDUCATION IN MITIGATING RADICALISATION IN KENYAN SECONDARY SCHOOLS

The purpose of this research is to philosophically investigate the role that education can play in mitigating radicalisation of school going children. The violent acts of radicalisation have caused diverse effects in education sector in Kenya. The research is guided by Kant’s philosophy of categorical imperative as its theoretical framework. This theory states that we should always treat people as an end rather than means to an end. The research found out that the focus on training of highly skilled labour at the expense of instilling values in learners, makes it possible for radical elements to target them and use them as means for their political end. The research proposes the need of an education for an end that instills a sense of duty to learners. This will help them value themselves and others. There is also need for education to instill the sense of autonomy in learners so that they cannot be easily indoctrinated by the radical ideologies. The study recommends that there is need to embrace moral education in schools as a way of mitigating radicalism in Kenyan secondary schools.  Article visualizations

KANTIAN PERSPECTIVE IN MITIGATING RADICALISATION IN KENYAN SECONDARY SCHOOLS

This study investigates the role that education can play in mitigating radicalisation of students. The violent acts of radicalisation have caused diverse effects in education sector in Kenya. The research uses Kant’s philosophy of categorical imperative as its theoretical framework. The theory states that we should always treat people as an end rather than means to an end. The research reveals that the focus on training of highly skilled labour at the expense of instilling values in learners makes it possible for radical elements to target them and use them as means for their political end. As a result of this their dignity is denied. To sort out the problem, the research proposes pedagogical reorientation, a pedagogy that will instill a critical mind to the learners and make them autonomous rather than heteronymous. This study addresses the philosophical approach to the issue of terror and radicalisation of students in schools and how education can be used to tackle the problem. The suggestions given to the study on how to mitigate the threat of radicalisation will benefit the stake holders among them teachers, education managers and guardians. The study can be used to enhance the development of a curriculum that addresses the issue of radicalism in schools. The study also recommends that Kant’s categorical imperative be adopted as a philosophical base for education in Kenya, whereby the curriculum be readjusted to embrace peace education and finally integration of different religions in Kenya so as to be taught as single subject which is to be renamed Religious Studies.   Article visualizations

SECONDARY SCHOOL STUDENTS’ DROPOUTS AND CRIME ESCALATION IN VIHIGA COUNTY, KENYA

Crime escalation in Africa has been associated with politics. Statistics reveal that to some extent, secondary school dropouts are a trigger to crime in Kenya. The period between 2009 and 2012 had seen the number of children aged between 15 years to 19 years in conflict with the law steadily rise in Vihiga County, Kenya. It was against that background that the current study sought to examine the relationship between secondary school dropouts and crime escalation in Vihiga County, Kenya. The objective was to discuss the criminal activities by secondary school dropouts in Vihiga County, Kenya. The Study was anchored on a conceptual framework of Labeling Theory and Conflict Theory. The target population was 5,760 whose respondents were 112 Principals, 5 District Probation Officers, 5,568 students who had dropped from school, 64 Chiefs, 1 County Commander, 5 Officers Commanding Police Divisions and 5 Divisional Criminal Investigating Officers. The sample size was 1,738. In-depth interviews with key informants were conducted to supplement information obtained from the questionnaire. Systematic random sampling and purposive sampling techniques were used to select the respondents. Data were collected through interviews with chiefs, District Probation Officers, Officers Commanding Police Stations and Divisional Criminal Investigating Officers to get information on criminal activities by dropouts. Questionnaires were administered to Principals and Drop-outs to get information on reasons for dropping out of school. The data were transcribed and analyzed using Correlational survey research design. Findings that emerged from this study indicated that secondary school dropouts committed different types of crimes like alcohol and drug abuse, stealing assault, affray, defilement, robbery with violence and murder. The current study was significant in that it was likely to remain a permanent record of study and would be used to advance knowledge by future researchers. It was also anticipated that by using the findings of the current study, Security and Education Agencies would benefit by understanding better the current nature of crime that was committed by secondary school dropouts. Article visualizations

CATEGORICAL IMPERATIVE, RELIGIOUS PROPAGANDA AND RADICALIZATION IN KENYAN SECONDARY SCHOOLS: A PHILOSOPHICAL ANALYSIS

Radicalisation which leads to violent extremism has been a worrisome phenomenon which has assumed global dimension and has engaged the attention and concern of governments, civil society, security agencies and institutions. The violent aspect of radicalisation has greatly decimated populations, maimed innocent citizens and destroyed unqualified number of property. This negatively affects the social-economic and political development of affected nations. Religion which occupies a central position in human life becomes a medium of propagating this socio-political conflict into a moral one. This research surmises that the misuse of Religion is executed by those whose motivations and aims have a predominant religious influence is rooted in the misinterpretation of theological epithets, or it could be the result of extreme forms of delusion that may alter reality, and thus subject an individual or a group of people to distorted versions of religious facts and episodes. The research uses Kant’s philosophy of categorical imperative as its theoretical framework. The theory states that we should always treat people as an end rather than means to an end. The research reveals that the focus on training of highly skilled labour at the expense of instilling values in learners makes it possible for radical elements to target them and use them as means for their political end. Religion that is also supposed to play a vital role in society is also being used as a means to an end rather than an end itself. The research recommends pedagogical reorientation so as learners as exposed to all forms of religion, by doing this they will appreciate others who have divergent religious views thus value their dignity.  Article visualizations